Reflection: ELL Students Get Slimed, Break Bones, and Blow Up - Section 4: Partner Work


This lesson was very complex, and the rigor was just too high for about ten of my students. So, knowing your class can help you determine how you want to scaffold instruction. I chose to allow the student to talk to their partner, and then I wrote the answer they discussed. Then I ask the student to trace the words I wrote: modified student work. While writing I asked them to watch me, so they can see how I write from left to right. Really, modeling is my big scaffolding strategy. 

Another thing I did was wait and allow the students to persevere a little while. After about eight minutes, I asked some students to share their ideas. Then I composed a sentence on the board for those to copy down. You see there were several students that were just struggling with putting it on paper. They had the correct idea, but needed help writing. 

The last thing I am going to add is a word bank or vocabulary wall. This will be posted in the room near some of the work we are doing in science. The word bank should help with the issue of spelling. It kind of also created a collection of words related to science and animals defense. This is one way of developing vocabulary in young readers.

  ELL Students: Differentiation
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Get Slimed, Break Bones, and Blow Up

Unit 1: Similarities in Animals
Lesson 3 of 11

Objective: SWBAT identify several ways the newt, hairy frog, the sea cucumber, and the malaysian ant use their external body features to stay alive.

Big Idea: Discover some cool facts about animals and how they protect themselves. You may surprise yourself!

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eastern red spotted newt
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